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Martin Burrett

Meetings.io - 16 views

meetings.io

video conference VoIP video chat collaboration video

shared by Martin Burrett on 29 May 12 - No Cached
  • Martin Burrett on 29 May 12
     
    This is a wonderful Video conferencing site which works across many types of devices. There is no sign up or login required. Just start a room and share the link to invite afters. You can have five video participates at once. You can watch videos together from YouTube and other sites. There is a collaborative notepad, text chat, file sharing and you can even share your screen with other 'room mates.' You can sign in for free to customise rooms and schedule sessions. A great resource for staff meetings, training and distance teaching. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Megan Black

Zorap - 5 views

www.edutecher.org/links.php

videoconferencing Web2.0

shared by Megan Black on 28 Jul 10 - Cached
  • Megan Black on 28 Jul 10
     
    This video chat site allows you to create a room for up to 50 users where you can chat, share video and audio files etc... for free. Zorap is the first real-time communication service that allows groups of people to collaboratively experience and enjoy libraries of rich media content in personalized rooms, on fan pages, and on websites.. Zorap adds an exciting new dimension to the experience of social networks, allowing people to hang out and enjoy stuff together, in real-time.
Ed Webb

Web-monitoring software gathers data on kid chats by AP: Yahoo! Tech - 0 views

tech.yahoo.com/...s_tec_internet_monitoring_kids

privacy datamining children online

shared by Ed Webb on 05 Sep 09 - Cached
  • Parents who install a leading brand of software to monitor their kids' online activities may be unwittingly allowing the company to read their children's chat messages — and sell the marketing data gathered.
  • Software sold under the Sentry and FamilySafe brands can read private chats conducted through Yahoo, MSN, AOL and other services, and send back data on what kids are saying about such things as movies, music or video games. The information is then offered to businesses seeking ways to tailor their marketing messages to kids.
  • a separate data-mining service called Pulse that taps into the data gathered by Sentry software to give businesses a glimpse of youth chatter online. While other services read publicly available teen chatter, Pulse also can read private chats. It gathers information from instant messages, blogs, social networking sites, forums and chat rooms.
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  • Parents who don't want the company to share their child's information to businesses can check a box to opt out. But that option can be found only by visiting the company's Web site, accessible through a control panel that appears after the program has been installed. It was not in the agreement contained in the Sentry Total Home Protection program The Associated Press downloaded and installed Friday.
Martin Burrett

ThinkBinder - 7 views

thinkbinder.com

collaboration whiteboard video chat files file sharing group

shared by Martin Burrett on 09 Feb 12 - No Cached
  • Martin Burrett on 09 Feb 12
     
    A Twitter-like social network study group platform. Post comments, upload and share files, use the collaborative whiteboard and text and video chat to help users study together when apart. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Martin Burrett

Caffein - Video VoIP - 3 views

www.caffein.tv

chat video chat video conference

shared by Martin Burrett on 22 Dec 11 - No Cached
  • Martin Burrett on 22 Dec 11
     
    A great video chatroom site. Just choose the name of your room and invite others by sharing the link. No sign up or download needed. http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Ben Rimes

Big Blue Button - 7 views

www.bigbluebutton.org

video conferencing bigbluebutton opensource webconferencing e-learning

shared by Ben Rimes on 20 Nov 10 - Cached
  • Ben Rimes on 20 Nov 10
     
    Open source online video conferencing and distance collaboration tool. Can be installed on Linux web server and contains many standard collaborative features such as voice/video chat, shared whiteboard, screen sharing, and more.
Ted Sakshaug

Tinychat - Free online video chat rooms - 10 views

tinychat.com

education backchannel all_teachers bestpractices web2 techintegrator

shared by Ted Sakshaug on 14 Apr 10 - Cached
  • Ted Sakshaug on 14 Apr 10
     
    Tinychat is a dead-simple audio and video web communication platform with a rich API. tinychat.com provides disposable conference rooms with a simple url for up to 400 people and up to 12 live audio video streams, that just work, no signup.  p2p.tinychat.com easily creates, private, encrypted, person-to-person audio video calls that just work, with no signup. 
Keith Hamon

Dr. Z Reflects: Finding Skype Connections for Your Classroom - 0 views

drzreflects.blogspot.com/...kype-connections-for-your.html

web2 techintegrator digitalcitizenship edu_trends technology administrator all_teachers bestpractices Skype videoChat

shared by Keith Hamon on 06 Jan 09 - Cached
  • Keith Hamon on 06 Jan 09
     
    Talks about how to contact other schools to build video chat connections-specifically Skype-for your school.
Fred Delventhal

Skype - TLC Online Home - 0 views

ittwiki.northstar.k12.ak.us/...Skype

skype classroom teachers global education learning digitalcitizenship

shared by Fred Delventhal on 28 Feb 09 - Cached
  • Fred Delventhal on 28 Feb 09
     
    Using Skype in the Classroom Desktop Voice and Videoconferencing Software in Education Discover how to communicate and collaborate with friends, colleagues, resource experts, and other classrooms using Skype. Skype is a program that allows users to communication with voice, videoconferencing, or chat for free between computers. Create a Skype account, add contacts, and conduct free audio and video conferences between computers. Explore creative ways to use this tool to enhance teaching and learning.
Ted Sakshaug

Nota : Casual Collaboration - 0 views

notaland.com

collaboration Web2.0 tools presentation mashup multimedia photos

shared by Ted Sakshaug on 17 Aug 09 - Cached
  • Ted Sakshaug on 17 Aug 09
     
    Mash your ideas and media together with friends in a dynamic whiteboard wiki. Using photos, videos, and other web content you can instantly create brainstorms, presentations, scrapbooks, and enjoy an interactive chat with more than 50 friends.
Martin Burrett

Vokle - 12 views

www.vokle.com

streaming video conference webinars chat video

shared by Martin Burrett on 26 Mar 12 - Cached
  • Martin Burrett on 26 Mar 12
     
    Present a live, interactive webinar or presentation quickly and easily with this superb online tool. Setup is simple and you just share the url with your audience. The video is recorded so it can be watched again. Get your class presenting to other children/parents. You may even be able to persuade you head teacher to conduct a staff meeting virtually! http://ictmagic.wikispaces.com/ICT+%26+Web+Tools
Martin Burrett

Video: Edu Tweeps & Blog Nominations For The 2016 UKEdChat List - 2 views

www.youtube.com/watch

education teachers

shared by Martin Burrett on 23 Oct 16 - No Cached
Angela Maiers

MeBeam, Video Chat. - 0 views

mebeam.com

Video_Audio Chat

shared by Angela Maiers on 20 Oct 08 - Cached
  • Angela Maiers on 20 Oct 08
     
    Nice alternative to Skype-up to 18 people Needs really good connectivity
Vicki Davis

Professor Boyer and class request Skype chat with Aung San Suu Kyi - YouTube - 2 views

www.youtube.com/watch

education social media history_teacher edu_news

shared by Vicki Davis on 04 Dec 11 - No Cached
  • Vicki Davis on 04 Dec 11
     
    I have a blog post about this going up on Sunday, but this Virginia Tech professor, John Boyer, used a youtube video to request a skype meeting with Burmese democracy leader Aung San Suu Kyi and on Monday they will be skyping at 7pm EAstern. Wow.
Barry Peterson

The Best Live Education Tool Available - 32 views

barpet.gvowebcasts.com

administrator all_teachers bestpractices edublogger grants curriculum history literature math science technology language edu_news edu_trends edu_newapp web3d web2 edublog professionaldevelopment techintegrator digitalcitizenship elementary middleschool

shared by Barry Peterson on 23 May 11 - No Cached
  • Barry Peterson on 23 May 11
     
    Dear Educators, With this webcasting tool, you can connect live face to face with anyone, anywhere, anytime.....family, friends, students, teachers, colleagues, administrative groups, principals meetings, etc. without having to travel. You can even promote world peace by connecting with teachers and students in their classrooms worldwide and learning more about each other's country and culture The tools for your use include the ability to have live video chat, make PowerPoint presentations, stream video, share your desktop, record and share your presentation, and much more. Guests do not have to download any software. They simply click on the link to your conference that you send them, no cost, no travel and better yet, no wasted time. This tool is affordable and easily fits into a classroom, school or administartive office budget. As a former superintendent in the education system with more than 50 schools spread out 400 miles along a major highway, the ability to communicate with everyone in an efficient, effective and economical manner was essential. Hope you find this helpful. Best wishes, Barry
Kelly Faulkner

Classroom 2.0 LIVE! - 0 views

live.classroom20.com/calendar.html

classroom2.0 calendar

shared by Kelly Faulkner on 20 Mar 09 - Cached
  • Vicki Davis on 20 Mar 09
     
    Keep up with Classroom 2.0 LIve conversations. I actually have this as part of my Google Calendar so I can keep up with it. This week: "This Saturday, Mar. 21st, Peggy George, Kim Caise, and Lorna Costantini will be hosting another Classroom 2.0 LIVE web meeting. Classroom 2.0 "LIVE" meetings are an opportunity to gather with other members of the community in real-time events, complete with audio, chat, desktop sharing, and sometimes even video. (Special thanks to our sponsor, Elluminate, for providing the service that allows us to do this!) A Google Calendar of shows is available at http://live.classroom20.com/calendar.html. The topic this Saturday is: "Podcasting". Our special guest will be Kevin Honeycutt, founder of the "Podstock" Ning. Our Newbie Question of the Week will be: "What is a podcast and how can I use it to support my teaching?" We hope you'll join us to share your ideas and questions. Links for more information can be found at http://live.classroom20.com. We strive to make our shows beginner-friendly and if you've never participated in a live web meeting don't be afraid to come and take a peek at the show's format. We love newbies to join us and 'dip their toes in' the conversations until you feel comfortable enough to "jump in the conversations with both feet"! We want to encourage "experienced Web 2.0 users" to join us by contributing and extending the conversation by sharing real-life examples and tips/suggestions. Date: Sat., Mar. 21, 2009 Time: 9:00am PST/10:00am MST/11:00am CST/12:00pm EST Other time zones link and a link to the actual meeting room can be found at http://live.classroom20.com/. Location: Elluminate https://sas.elluminate.com/m.jnlp?sid=2008350&password=M.97A21EB084879D9442B4EDF2437E3D"
  • Vicki Davis on 20 Mar 09
     
    Great resources and free PD. This calendar lists all types of activities and webinars for you in one place.
  • Kelly Faulkner on 13 Nov 09
     
    the classroom 2.0 calendar, for people (like me!) who have a busy teaching schedule, thereby (haha) getting days/time zones confused :O)
Ed Webb

The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views

academicmatters.ca/eoliberal-response-to-covid-19

Canada education online neoliberalism capitalism opinion analysis pandemics

shared by Ed Webb on 29 May 20 - No Cached
  • In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
  • The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
  • A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
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  • remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
  • The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
  • Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
  • Portraying people as atomized individuals allows social problems to be framed as individual failures
  • faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
  • treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
  • In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
  • faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
  • The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
  • while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
  • Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
  • When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously. 
  • when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set? 
  • Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
  • In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development. 
  • The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
  • Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
  • Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
  • Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
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